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Sustainable Development - 2022 - Lozano - Improving sustainability teaching by grouping and interrelating pedagogical2.77 MB
Published VersionCC BY-NC-ND V4.0, Open Access
Journal article
Improving sustainability teaching by grouping and interrelating pedagogical approaches and sustainability competences: Evidence from 15 Worldwide Higher Education Institutions
Sustainable Development , Vol.31(1), pp.349-359
2023
Abstract
There has been increasing research on pedagogical approaches, sustainability competences, and how to connect them in Higher Education Institutions (HEIs). This paper's aim is to provide deeper insights into the system of pedagogical approaches and sustainability competences, as well as how these interrelate. A survey was developed to investigate sustainability teaching in 15 HEIs. The survey was sent to educators of each HEI from which 668 responses were obtained. The responses were analysed in a five-step process: (1) descriptive statistics; (2) Pearson correlations; (3) principal component analyses (PCAs) to detect groups; (4) Pearson correlations between the groups; and (5) regressions. The first step provided the base to carry out the PCAs, from which three groups for the pedagogical approaches (Universal, Social, and Environmental) and three for the sustainability competences (Extrospective-social, Introspective-personal, and Cogitative-processual) were obtained. The correlations between the groups showed that: (1) the competences are closely interrelated; (2) the pedagogical approaches are somehow interrelated; and (3) the pedagogical approaches are somehow interrelated to the competences. The regressions showed that the Universal and Social groups would be most suitable to develop all the competences' groups. The Environmental group develops only the cogitative-processual competences' group. The results served as bases to propose the Sustainability Teaching System (STS), which provides deeper insights into the system of pedagogical approaches and sustainability competences by grouping them, as well as showing directionality and strength. To improve sustainability teaching, it is necessary to understand the pedagogical approaches' groups and how they can develop the competences' groups.
Details
- Title
- Improving sustainability teaching by grouping and interrelating pedagogical approaches and sustainability competences: Evidence from 15 Worldwide Higher Education Institutions
- Authors
- Rodrigo Lozano (Corresponding Author) - University of GävleMaria Barreiro-Gen (Author) - University of GävleDalia D'Amato (Author) - University of HelsinkiCarmen Gago-Cortes (Author) - Universidade da CoruñaClaudio Favi (Author) - University of ParmaRicardo Martins (Author) - Universidad de las Américas PueblaFerenc Monus (Author) - University of DebrecenSandra Caeiro (Author) - Universidade AbertaJavier Benayas (Author) - Universidad Autónoma de MadridSavindi Caldera (Author) - Griffith UniversitySevket Bostanci (Author) - European University of LefkeIlija Djekic (Author) - University of BelgradeJose Mariano Moneva (Author) - Universidad de ZaragozaOrlando Saenz (Author) - University of Applied and Environmental SciencesBankole Awuzie (Author) - Central University of TechnologyBartlomiej Gladysz (Author) - Warsaw University of Technology
- Publication details
- Sustainable Development , Vol.31(1), pp.349-359
- Publisher
- John Wiley & Sons Ltd.
- Date published
- 2023
- DOI
- 10.1002/sd.2396
- ISSN
- 1099-1719; 0968-0802
- Copyright note
- © 2022 The Authors. Sustainable Development published by ERP Environment and John Wiley & Sons Ltd. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.
- Organisation Unit
- School of Science, Technology and Engineering
- Language
- English
- Record Identifier
- 99724997502621
- Output Type
- Journal article
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